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3 Blaise Pascal (Pensées et opuscules) 2 B139 B139 B168 ( divertissement)

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B171

Alain de Botton

3

(11)

천선영 Zygmunt Bauman

6

7

(12)

9

10

B397

Simon Critchley The book

of dead philosophers

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Eduard Spranger

14

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16 Alfred Nitschke

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Søren Aabye Kierkegaard

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18 19 20 B194 B194 B194

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Sigmund Freud

Alfred Adler Otto

Rank Ernest Becker

21

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2

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4

1

2

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4 1 Thomas Armstrong 9 2 (Universality) (Irreversibility)

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Elisabeth Kübler-Ross

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6

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Randolph Crump Miller 23 24 25 26 38 14 36 22 42

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26 42 14 36 22 42

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1 28 1 26 5 1 9 6 26 2 19 26 김춘수 꽃

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29

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16 21

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38-41

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José de Sousa Saramago

2005 (Death with interruptions)

34 35

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36

Tuck Everlasting 37

(Winnie Foster) (Jesse Tuck)

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38

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41

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42

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B194

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B199

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B169

( divertissement)

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1970

Elisabeth Kübler-Ross

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John Everett Millais Spring Apple Blossoms

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B211

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B194

B194

B194

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B72 B72

B397

46

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3 11

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Philip Roth Everyman

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49

34

75

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51

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55

— On

death and dying 5 56

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32

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― 11

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( ) ( )

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65

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67

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Hans Peter Richter Damals war es Friedrich 69

10 29-37 70

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( )― ― ― ― 71 Jacques Derrida 72 73

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75

Rainer Maria Rilke

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Henri Wallon

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Philippe Ariès 17 79 80 18 Jean-Jacques Rousseau 81 Jan Hendrick

van den Berg

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84

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86

The radiant child 87

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91

On Children and

Death)92 93

94 95

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Maria Nagy 3 97

Paul Schilderd & David Wechsler 98 Sylvia Anthony 99

100

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(Universality) (Irreversibility) (Nonfunctionality)

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(Universality)

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(Irreversibility)

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(Disfunctionality) (Insensitivity) 3

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(Causality)

T. Sara Smilansky & T. Weissman 106

P. Gerald P. Koocher 107

J.

Robert J. Karpas 108 Barbara

Kane 109 L. Helen L.

Swain 110

111 112

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B. Mark W. Speece Sandor B. Brent 113

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(grief) 141 Martha Wolfenstein 142 A. Robert A. Furman 143 John Bowlby 144

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145

146

147

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150

Katherine Paterson (Bridge to Terabithia)

Jesse Aarons) 10 Leslie Burke)

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151 Disturbing the universe : power and repression in adolescent literature

(initiation rite)

(rite of passage)

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154

155

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YA Young Adult

157

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160 161 162 163 164 165

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Ein Psycholog erlebt das Konzentrationslager Viktor Emil Frankl Aerztliche Seelsorge

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168 169

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Tithonus

(Death with interruptions) Tuck Everlasting

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Krise und neuer Anfang)

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J. Parker J. Palmer

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1 20 1970 192 R. Vanderlyn R. Pine (1928-1957) (1958-1967) (1967-1977) 193 1920 1959 Herman

Feifel The Meaning of Death

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death education

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introduction, des notices et des notes par M. Léon Brunschvicg. Paris Hachette, 1897. B. 1973 *** **** 1 , 1999 138 2 1 2 3 알랑 드 보통 무신론자를 위한 종교 박준서역, 서울 청미래, 2011년( , 2011 ) 196 4 196-197 5 ( 1995 305 ) 6 천선영 죽음을 살다 우리시대 죽음의 의미와 담론 서울 나남 2012년( 2012 ) 62 7 59-65 8 ( 62 ) 9 63-64 10 알랑 드 보통 무신론자를 위한 종교 박준서역, 서울 청미래, 2011년( , 2011 ) 195 11 , 2009 10 12 1971 81 13 82-83

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( , 1978 49-71 ) 15 2004 35 16 TP 1981 69 17 68-72 18 1996 19 알랑 드 보통 무신론자를 위한 종교 박준서역, 서울 청미래, 2011년( , 2011 ) 327-329 20 329 21 어네스트 베커 죽음의 부정 김재영역, 서울 : 인간사랑, 2008년( , 2008 ) 21-22 22 , 1971 83-84 23 1995 13-14 24 29-30 25 30 26 ( 2009 35 ) 27 김춘수 꽃의 소묘 백지사, 1959년( 1959 ) 28 2009 185 29 52 30 1995 126 31 2007 50 32 2005 113 33 100 34 35 조제 사라마고 죽음의 중지 정영목역, 서울 해냄, 2009년( , 2009 ) 11 36 , 2003 108-117

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38 80 80-81 40 80-82 41 조제 사라마고 죽음의 중지 정영목역, 서울 해냄, 2009년( , 2009 ) 279 42 1986 43 ( ) 1 14 44 2005 73-76 45 1859 113×176.3cm http://www.liverpoolmuseums.org.uk/ladylever/ 46 ( 1983 125-126 ) 47 1981 15 48 필립 로스 에브리맨 정영목역, 서울 문학동네, 2009년( , 2009 ) 23 49 39 50 188 51 2009 1996 ) 52 32 53 29 54 88-89 55 91 56 , 1971 57

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66 13 67 1991 98 68 2002 17 69 , 2000 70 ( 10 29-37 ) 71 2002 140 72 138 73 2004 169-271 2002 135-143 74 2003 192 75 1987 14-17 76 , 1973 199 77 6 1994 78 1983 117-152 79 1996 3 80 , 1980 81 2011 1-9 82 , 1986 83 84 1982 2-6 85 2001 86 ( ) ( ,

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An Anthropological Study on Death Education

PARK SINAE

This thesis, confirming that death is the most fundamental fact of humans,

examined the anthropological meaning of death education, which has facing death

squarely as the fundamental subject, by dividing it into three parts – “Death and

Humans,” “Death and Children,” and “Death and Education.”

Chapter 1, with the subject of “Death and Humans,” examined the meaning of

facing death squarely for humans. Facing death squarely means realizing oneself

as the being toward death. We realize human limitation clearly through facing

death squarely and undergo ontological suffering, but through such suffering, our

life faces more profoundly toward the fundamental direction. And through the

self-awareness as the existence living with death, it was confirmed that we are

awakened to others who live with the same destiny which we have forgotten until

now.

Chapter 2, with the subject of “Death and Children,” renewed the understanding

of children as the being toward death. Awareness of death is the fundamental

subject not only of children but also of all humans including children. Awareness of

death of oneself and others is equally important for children as well, and

particularly, it was confirmed that the experience related to the death in the early

period of life exerts great influence on the whole life.

Chapter 3, with the subject of “Death and Education,” pointed out the problems

through a critical review on the existing death education, and presented the

direction of how education should cope with the question of death, the fundamental

subject of humans.

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